This poem was written by H. Brooks, an 11-year-old student on Long Island, whose mother is active in the Opt Out movement.
How The Grinches Made Common Core
A poem by H. Brooks, Inspired by Dr. Seuss
In Honor of the Common Core push-back, and my mommy
There once lived some people,
on top of Mount Gov.
Their name was the Government,
and they sure did love
to make education
so wrong for the kids,
those kids down in Yorkville,
in the state of New Ziz.
The Yorks, however, felt something was strange,
so they traveled up
the whole mountain range,
just to get to the top, to go try and stop,
those nasty old grinches
at the top of Mount Gov.
But the grinches said NO! We’ll fight till you obey.
We won’t let up on Core and testing! We MUST get our way!
So the Yorks went down, feeling somewhat defeated.
And the very next weekend, the York council meeted.
They talked about art, about social studies, and trees,
They talked about awful buzz-stinging bees.
But most of all, they talked about testing and Core,
The Yorks wanted less; the Gov wanted more.
The Yorks asked the little Yorks what they thought of school.
The little Yorks said, “It used to be fun, but now it’s not cool.”
So the Yorks went to Albany, to see those old meanies,
But compared to the Government, the York protest seemed teeny!
The grinches said, “We won’t change a bit!
It simply won’t help, it will just cause more fits!”
The Yorks tried very hard to set the Gov straight,
But the Gov said, “Go home! It’s getting quite late.”
The Yorks fought for months and months and weeks and weeks and weeks,
and what do you think happened next at that peak,
the peak of Mt. Gov, where the Government sat?
Finally, the King was sent out. At last!
With less grinches left, maybe it would be easier,
to convince the grinches not to be so sleezy-er.
But then – oh no! – the head Grinch was re-elected,
four more long years – and he’s clearly ineffective!
But wait – what is this? What’s happening in York?
Forums and meetings and opt outs galore!
And all this because of some hopeful dads and moms
Who came together on Facebook to keep their kids calm.
Oh me, oh my, lots of depressing things went by,
for those hopeful parents who really did try.
For out of the blue, from behind closed doors,
a Gov to replace King – who also loves testing and Core.
Now this new Gov was infamous around town,
And she made sure that all of her thoughts got around.
She made speeches and interviews and told people things
that were about as true as monkeys with wings.
Then suddenly, all at once, Yorks started to see,
The Head Gov’s making speeches, about failing CC.
And all of a sudden, they say there’s a right to Opt Out,
Have these parents done their work right? We have no doubt!
Now parents from everywhere (except the South Pole)
are fighting back, with heart, and with soul.
Kids and teens, and in betweens,
are Opting Out by the thousands. Oops! REFUSING, I mean.
And maybe – just maybe, if the Gov took these tests,
They’d opt their kids out too, I bet.
But they’re too arrogant, too greedy, too yuck!
Maybe they’ll slightly agree, if the Yorks have some luck.
Could they come down to our schools? Could they see kids read and write?
Could they finally understand why the Yorks put up such a fight?
Could they put in some more science? Could ELA non-fiction be mashed?
Could they do good for our students? Or will they just waste our cash?
This story’s not finished, there’s more yet to come.
There’s still too much testing, and Core’s on the run.
So remember, dear people, as you read this story,
Have hope for the Yorks, that they’ll soon get their glory.
.
Deborah Abramson Brooks, Esq.
Co-founder, Port Washington Advocates for Public Education; https://www.facebook.com/groups/1596839960529301/
Member, New York State Allies for Public Education; http://www.nysape.org/
Member, National Parent Coalition for Student Privacy; http://www.studentprivacymatters.org/
http://www.longislandweekly.com/student-privacy-doesnt-make-the-grade/
http://portwashington-news.com/moms-for-privacy-rights-fight-on/

Dear H,
Joy to You!
Loved your poem about people who tell monkey-winged lies,
and sting us with tests that bring tears to our eyes;
and how loving parents and kids will never flinch
until they steal back their schools from the miserable Grinch.
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It’s ironic that Diane posted a comment about teachers indoctrinating kids just after those poem from an indoctrinated child.
Please have his mother explain how a single set of tests at the end of the year in each subject is “too much testing”. Please have the mother explain why learning the concepts behind skills in addition to the mechanics (idea behind CC) is so bad. Please have the mother explain why determining which 5-7% of the teachers are ineffective rather than believing 99%+ are great is bad. Please have the mother explain why her child feels any pressure whatsoever when there are no consequences to the child as a result of the test.
I guess the children of Jim Jones were in the same boat. It’s unfortunate.
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Vrginia, my guess is that the child reflected his parents’ views, not his teachers. Isn’t that true of most children? They are not born with ideas different from those of their parents. It takes a while to become independent thinkers. Are you saying that parents should not influence their children? Dream on.
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Agree it was his mom who influenced his views (that’s why I said “have his mother explain”). And yes, parents have a right to raise their children as they see fit (within reason). Children often don’t develop their own identity until leaving their parents’ homes.
But I find it rather distasteful to use kids in this way. My children are not happy with how my district has treated me or them (father can’t attend their chorus concert, for example). But I don’t have my children write letters to the editor or speak at public events. It would be hard for me to claim my children are not influenced by me to such a degree that their views are not biased.
Let teachers speak out. Let parents speak out. But are we really going to start fighting these battles through our kids?
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Here is what I posted on the #howmuchtesting discussion about how the end of grade tests in North Carolina waste instructional time.
American Educational Research Association,
I believe that far too much instructional time is lost due to standardized testing, including all the preparation time for such tests, the actual testing, and the time at the end of the year when teachers tutor students who did not pass the tests in the first round of testing.
In North Carolina, every student in K-8 must take a battery of end of grade (EOG) tests every year. The preparation time for these tests beings at least a month before the actual exam. This means that all instruction on new material ends. Basically, it is a lot of review, test strategy lessons, and worksheets. This is largely a waste of time, especially for students who are above grade level.
Then, an entire week is devoted to the testing. After that, there are still two weeks left in the school year. The students who passed the tests watch movies. One time my 3rd graderasked for crayons to take to school because they were going to be coloring. A 3rd grader coloring?! That is complete nonsense.
So, if we add up the weeks we are looking at about 7 weeks out of 36 spent either on testing, test preparation, or doing nothing. Considering that children don’t learn from the tests, above grade level children don’t learn from mindless repetition of grade level material, and nobody learns anything watching Disney movies, it turns out that the current testing regime at North Carolina public schools is a waste of 7 weeks of instructional time. 7 out of 36 comes out to 19.44%. Let’s round up and call it 20%.
So, in North Carolina one-fifth of the entire school year is wasted because of the current testing regime, and this doesn’t even count all the benchmark tests and so on.
The idea that mandatory testing only takes up 2% of the school year is just not true. In North Carolina, it uses up 10 times that amount. This is educational malpractice. This testing regime needs to stop as soon as possible. We need to test less and teach more. Children learn when their teachers teach; they don’t learn from this testing and the associated activities.
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Really, Jim Jones!
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Why do we assume this child is reflecting either his teachers’ or his parents’ views? He’s 11 years old – he’s been in school the past 6 years. He’s experienced the non-stop testing and test prep for himself. Why don’t we respect kids enough to validate their experiences?
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Dienne, multiple reasons:
1. In his poem, he states it quite clearly: “”
2. He is 11 and doesn’t yet understand the scientific method well enough to discern what is valid research and what is invalid. Just like many of the teachers on here who quote “correlation doesn’t equal causation” without having any idea what that means, he needs to learn how to review assertions scientifically before he could reach such conclusions.
3. His references to “too greedy” and “waste our cahs” suggest he has bought into the slogan that it’s all about profits for testing companies. Gates wanted a common standard to lower costs and increase competition. That lowers profits because you can’t have a monopoly. Until he take econ 101 (just like many teachers on here need to do), he can’t accurately reach that conclusion about the 0.54% of K-12 funding spend on testing.
Does this child (yes, he is a child) even know what Common Core is? Does he know the difference between standards (CC) and the curriculum that schools choose to implement? Does he know the tests measure CC standards and are only required at the end of the year? Can he separate the bad implementation on the part of his teachers, principals, and administrators from CC and end-of-year state tests?
Your pitch was a good try though.
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Love it! One small nit-pick, though – it should be “fewer grinches . . .”; or “one less grinch . . .” would work. Can’t get away from teachable moments.😊
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Loved it. Cross posted it with a great photo
http://www.opednews.com/Quicklink/How-the-Grinches-Made-Comm-in-Best_Web_OpEds-Common-Core_Core-Curricula_Diane-Ravitch_Education-160223-160.html#comment584787
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You see, Virginia refuses to see the obvious talent and logical thinking ability of this child—unless her beloved CC tests for it. This is what’s wrong with CC…and the kids feel it. Btw, how do the Gates qualify as education specialists?
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Obviously, for this Virginia there was no Santa Claus.
Sad. An imagination is a terrible thing to waste.
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